English Journal is NCTE's award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools.
Calls for Manuscripts
All manuscripts should be submitted via the Editorial Manager system.
General Interest Submissions
We publish articles of general interest as space is available. You may submit manuscripts on any topic that will appeal to EJ readers. Remember that EJ articles foreground classroom practice and contextualize it in sound research and theory. As you know, EJ readers appreciate articles that show real students and teachers in real classrooms engaged in authentic teaching and learning. Regular manuscript guidelines regarding length and style apply.
Fakery vs. Fact: Deadline Sept. 15, 2018
“We are living in a fake world. . . . But we find reality in this fake world.”
—Haruki Murakami, “The Art of Fiction No. 182,” The Paris Review
The internet is a dominating force in young people’s lives. Common Sense Media—an independent nonprofit organization focused on helping children learn to navigate a technology-drenched world—reports that, on average, teenagers consume media nearly nine hours a day. They are much more likely to learn about the world through online social networks than through traditional sources like newspapers or broadcast news. Determining whether information is trustworthy has always required questioning and effort, but in a cultural landscape where data manipulation, partisanship, and propaganda are de rigueur, that effort is magnified exponentially.
We are all susceptible to beguiling falsehoods, but because of the intensity of their relationship with the digital universe, teenagers are uniquely vulnerable. Helping students learn to decipher credible sources of information may be one of the most important roles an English teacher plays in the 21st-century classroom.
For this issue of the journal, the editors invite manuscripts that tell the stories of both the struggles and the successes you have had in preparing students to be critical and responsible citizens. Human history and the literary arts we teach offer countless examples of information manipulation as a tool to control thinking and behavior. Which texts have you found most useful in constructing lessons or inviting dialogues about propaganda and targeted misinformation? Which disciplinary questions in English language arts offer opportunities to teach students to be suspect of information and sources? How have you collaborated with colleagues—librarians, teachers in other content areas, and counselors, for example—to create lessons that teach critical thinking? How can we prepare our students to both embrace the digital world and simultaneously question its effects on the culture?
Note:The July 2019 issue (and subsequent July issues) will be unthemed, so submissions on any topic of interest to the secondary English language arts teacher are welcome. To be considered for this July’s issue, please have your submission uploaded to Editorial Manager by November 15, 2018.
Submission Deadline: January 15, 2019
Publication Date: September 2019
Inclusive community learning helps teachers discover ways to design pedagogies that make productive use of . . . the literacy repertoires students bring to schools. . . .
—Steven Alvarez, Community Literacies en Confianza, 2017
Rapidly changing demographics, media saturation, and the exponential increase in technologies are significantly influencing the identities of the students who enter our classrooms each morning. Creating a welcoming and inclusive environment and learning to acknowledge the literacies that students bring with them to school are equally important goals. These goals, however, require attentiveness and a willingness to reflect on our pedagogies, revise our repertoire of lessons, and renew our commitment to the “project of education.”
Teaching in the 21st century often means teaching for the greater good. Schools have the capacity to operate as community spaces where learning experiences expand opportunities for students to thrive in spite of cultural challenges they might face. A caring interest in adolescents’ everyday lives can provide teachers a lens through which to view and understand the literacies students develop in their homes and neighborhoods, but which are often undervalued in the classroom.
For this issue of the journal, the editors invite articles that examine the development of welcoming, inclusive classrooms. What are examples of projects and assignments that honor students’ cultural and linguistic identities? How have you invited students to become active participants in reshaping the culture of your classroom or your school? How do you foster confianza, or confidence and trust, in students to help them become advocates for themselves and their peers? Which aspects of the community of the classroom are most influenced by the communities in which students live? Which texts, lessons, units, or assignments have been most successful in inspiring goodwill and community spirit in your classroom?
Speaking My Mind: We invite you to speak out on an issue that concerns you about English language arts teaching and learning. If your essay is published, it will appear with your photo in a future issue of EJ. We welcome essays of 1,000 to 1,500 words, as well as inquiries regarding possible subjects.
Teacher photographs of classroom scenes and individual students are welcome. Photographs may be uploaded to Editorial Manager at the address above in any standard image format at 300 dpi. Photos should be accompanied by complete identification: teacher/photographer’s name, location of scene, and date photograph was taken. If faces are clearly visible, names of those photographed should be included, along with their statement of permission for the photograph to be reproduced in EJ.
Cartoons should depict scenes or ideas potentially amusing to English language arts teachers. They can be submitted to Editorial Manager at the address above; we can accept any standard graphics format at 300 dpi.
For information on writing for the EJ columns, see the Columns and Column Editors info below.
For EJ Submission Guidelines, see Write for Us.
For more information, contact Englishjournal@ncte.org.